Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2012
Tezin Dili: İngilizce
Öğrenci: Aytuğba Baraz
Danışman: JALE ÇAKIROĞLU
Özet:The current study aimed to investigate the effect of using metacognitive strategies embedded in explicit–reflective NOS instruction to improve NOS understanding of pre-service science teachers. Metacognitive Awareness Inventory (MAI) (Schraw & Dennison, 1994) and Views of Nature of Science Questionnaire (VNOS-C) (Lederman et al., 2001) were used both at the beginning and at the end of the study as a pre-test–post-test, comparison group, quasi-experimental design. A total of 33 pre-service science teachers (PSTs), 24 were female and 9 were male agreed to join the study voluntarily. These students were selected for this study while they were enrolling at their 5th semester in which they attended Methods of Teaching Science I course offered by the faculty of education at Middle East Technical University. Participants were divided into two groups namely comparison and intervention group. Explicit reflective NOS instruction was used in both groups, but metacognitive strategies additionally used in intervention group. Data analysis demonstrated that explicit reflective NOS instruction enhanced the development of understanding of NOS in both groups. Results also showed that metacognitive strategies improved the metacognitive awareness of intervention group participants. Although four of these metacognitive strategies and explicit reflective NOS instruction in present study provided a substantial increase in NOS understandings of PSTs in intervention group, chi-square analysis showed statistically no significant difference between comparison and intervention group participants’ post-test results.